Multidisciplinary research perspectives in education;shared experiences from australia and china

✍ Scribed by Indika Liyanage; Badeng Nima

• Publisher: Sense Publishers
• Year: 2016
• Tongue: English
• Leaves: 220
• Category: Library

✦ Synopsis

"The editors of this extraordinary book, Indika Liyanage and Badeng Nima, have brought together a wonderfully wide-ranging collection of chapters. The breadth and depth of the studies of education issues in China and Australia are impressive. The topics encompass important questions concerning education policies, curricula, pedagogy, equality, parental engagement, cultural heritage, and anti-drug education. The scope of the book includes Chinese and Australian settings that range from kindergartens to higher education, and from rural to urban environments. The diversity of the book strengthens rather than weakens its coherence, because the golden thread running through all the chapters is a portrayal of the complexity of education provision when global, national and local forces interact. Written by academics with hands-on experience, the chapters provide evidence-based discussions of practical conundrums, enriched by the sophisticated use of interdisciplinary approaches. As a result, this book is powerful, challenging and ground-breaking."--Bob Adamson, UNESCO Chairholder in TVET and Lifelong Learning, Education University of Hong Kong.;TABLE OF CONTENTS; PREFACE; 1. INTERNATIONALISATION OF AUSTRALIA-CHINA HIGHER EDUCATION IN TIMES OF GLOBALISATION; INTRODUCTION; INTERNATIONALISATION & GLOBALISATION OF HIGHER EDUCATION; AUSTRALIA & CHINA; CHANGING LANDSCAPES; A MEANINGFUL INTERACTION; REFERENCES; 2. CHALLENGES FOR DEVELOPING EAP PRACTICE IN ANGLOPHONE CONTEXTS; EAP AND ENGLISH IN HIGHER EDUCATION; PROBLEMATISING EAP PRACTICE WITHIN AN INTERNATIONALISED SECTOR; CHALLENGES TO DEVELOPING EAP PRACTICE; CONCLUSION; NOTE; REFERENCES; 3. ACCOUNTING FOR CLASSROOM CURRICULUM: Test Driven EFL Practices; INTRODUCTION; LITERATURE REVIEW.

✦ Table of Contents

TABLE OF CONTENTS......Page 8
PREFACE......Page 12
INTRODUCTION......Page 14
AUSTRALIA & CHINA......Page 15
CHANGING LANDSCAPES......Page 16
REFERENCES......Page 18
EAP AND ENGLISH IN HIGHER EDUCATION......Page 20
PROBLEMATISING EAP PRACTICE WITHIN ANINTERNATIONALISED SECTOR......Page 21
CHALLENGES TO DEVELOPING EAP PRACTICE......Page 23
CONCLUSION......Page 25
REFERENCES......Page 26
LITERATURE REVIEW......Page 30
Yes, the Priority is Students’ High Scores!......Page 32
Principles in Language Learning Should Be Taken into Account!......Page 33
So Why Not Two Types of Englishes?......Page 34
DISCUSSION AND CONCLUSION......Page 35
REFERENCES......Page 36
MULTICULTURAL EDUCATION......Page 39
English Language Learning in Gan Nan Tibetan AutonomousPrefecture of Gansu Province......Page 40
METHOD......Page 41
Finding 1......Page 42
Finding 3......Page 43
DISCUSSION......Page 44
CONCLUSION AND RECOMMENDATIONS......Page 46
REFERENCES......Page 47
INTRODUCTION......Page 49
METHOD......Page 50
Knowledge of the English Language and Language Teaching......Page 51
English Oral Proficiency......Page 52
Knowledge of a Language Other Than English......Page 53
REFERENCES......Page 54
INTRODUCTION......Page 56
SECOND LANGUAGE IDENTITIES......Page 57
METHOD......Page 58
2. Changes to Understandings of Grammar and Its Position in Language Learning......Page 59
5. Effects on Language Teaching Practices After Returning Home......Page 60
DISCUSSION & CONCLUSION......Page 61
REFERENCES......Page 62
POPULAR THINKING......Page 64
AUGMENTING LANGUAGES THINKING......Page 66
RETHINKING LANGUAGES EDUCATION......Page 68
PEDAGOGY & PRACTICE......Page 69
REFERENCES......Page 70
INTRODUCTION......Page 72
CONFUSINISM & CONCEPTIONS OF EDUCATION......Page 73
ALTERNATIVE PERSPECTIVE......Page 74
REFERENCES......Page 76
MOTIVATION AND MOTIVATION IN L2 LEARNING......Page 78
L2 Motivational Self System......Page 80
Implications of the L2 Motivational Self System......Page 81
CONCLUSION......Page 82
REFERENCES......Page 83
INTRODUCTION......Page 84
INTERNATIONALISATION IN CHENGDU......Page 85
INTERNATIONAL CLASSES OF PUBLIC SCHOOLS......Page 86
IMPLICATIONS OF INTERNATIONAL CLASSES IN PUBLIC SCHOOLS......Page 87
Do International Classes Equate to Preparation Classes for Study Abroad?......Page 88
Who Holds Responsibility for International Classes in the Future?......Page 89
Only One Way, or More Than One, in Internationalization in PublicHigh Schools?......Page 90
CONCLUSION......Page 91
REFERENCES......Page 92
INTRODUCTION......Page 94
OUTDOOR LEARNING & CHINESE KINDERGARTENS......Page 95
METHODOLOGY......Page 96
Outdoor Learning Activities are Valuable Learning Experiences......Page 98
Teachers Believe Social Change is the Reason of Outdoor Time Decrease......Page 99
CONCLUSION......Page 100
REFERENCES......Page 101
BACKGROUND......Page 104
METHOD......Page 105
1. Attend Music-Related Performances......Page 107
3. Watch Music-Related Videos/TV......Page 108
5. Cultural Contexts and Parents/Caregivers’ Engagement in ‘Playing Music Games’ with Their Female Children......Page 110
DISCUSSION......Page 111
REFERENCES......Page 113
HISTORY OF INTERNATIONALIZATION......Page 116
INTERNATIONAL STUDENTS......Page 119
Motivation and Expectations......Page 120
INTERNATIONAL STUDENTS AND EDUCATION MARKET......Page 121
REFERENCES......Page 123
Institutional Construction of Rights Equality in Higher Education within Class (1949–1977)......Page 126
Institutional Construction of Higher Education Entrance Opportunity Equality (1977–2007)......Page 127
The Policy Demands of Higher Education Quality Equality (2007–Present)......Page 128
EQUALITY OF QUALITY OF HIGHER EDUCATION......Page 129
COMPENSATION EDUCATION POLICY......Page 130
REFERENCES......Page 132
INTRODUCTION......Page 134
BACKGROUND......Page 135
DISCUSSION......Page 137
CONCLUSION......Page 139
REFERENCES......Page 140
INTRODUCTION......Page 142
Visual Aspects of the Unit......Page 143
Ethical Dilemmas......Page 144
A SITUATED VISUAL ETHICS IN THE ONLINE CLASSROOM......Page 145
CONCLUSIONS & RECOMMENDATIONS......Page 147
REFERENCES......Page 148
INTRODUCTION......Page 149
LITERATURE REVIEW......Page 150
METHOD......Page 151
Understanding of ‘Yin Zong Se er Se’......Page 152
Local Villagers’ Puzzle – How to Keep Their Cultural Practices Alive......Page 154
NOTES......Page 156
REFERENCES......Page 157
Significance of Gender Issues in Mathematics......Page 158
Development of Math-Gender Stereotype in Elementary School from a National Perspective......Page 159
Hidden Curriculum within Elementary Mathematics Teaching Materials......Page 160
RESEARCH DESIGN......Page 161
Names......Page 162
Images......Page 163
Problem-Solving Contexts......Page 164
DISCUSSION......Page 165
IMPLICATION & CONCLUSION......Page 166
REFERENCES......Page 167
LITERATURE REVIEW......Page 170
Data Collection......Page 171
FINDINGS......Page 172
The Educational School Choices......Page 173
The Leprosy School Staffing Problems and Curriculum......Page 174
CONCLUSION......Page 175
REFERENCES......Page 176
LITERATURE REVIEW......Page 178
DEEP DESCRIPTION OF KENRE ACTIVITY IN LOCALCOMMUNITY SETTINGS......Page 179
APPROACHES OF INVESTIGATING INTRODUCTION OF KENREDEBATING INTO CAMPUS......Page 180
Applying Methods of Kenre Debating in Knowledge Contests in Order to Accumulate Knowledge......Page 181
Using the Spirit of Kenre Debating in Classroom Learning in Order to Develop Students’ Thinking......Page 182
Applying the Form of Kenre Debating in the Opening Ceremony of School Sports Meeting in Order to Cultivate the Competitive Spirit......Page 183
CONCLUSION......Page 184
REFERENCES......Page 185
DRUG ABUSE IN LIANGSHAN YI NATIONALITY SETTLEMENTS......Page 186
LIANGSHAN JIAZHI CULTURE......Page 187
FINDINGS......Page 188
Liangshan Yi Jiazhi Culture......Page 189
LIANGSHAN YI JIAZHI’S ANTI-DRUG MOVEMENT......Page 190
RECOMMENDATIONS......Page 191
CONCLUSION......Page 192
REFERENCES......Page 193
THE ACTIVE INHERITANCE OF CULTURE AND THE ROLE OF SCHOOLS......Page 195
Cultural Materials Are Missing in School Resources......Page 197
Establish Courses Teaching the Qiang Language......Page 198
Guide Students to Experience the Diversity and Vitality of the Qiang Culture......Page 199
REFERENCES......Page 200
LANGUAGE PLANNING IN POSTCOLONIAL AFRICA......Page 202
ENHANCING CHINESE (LANGUAGE & CULTURE) IN CURRICULA......Page 204
CHINESE (LANGUAGE & CULTURE) EDUCATION POLICIES IN AFRICA......Page 205
NOTES......Page 207
REFERENCES......Page 208
REVIVING INDIGENOUS LANGUAGES IN VICTORIA......Page 209
INDIGENOUS LANGUAGES EDUCATION POLICY AND CURRICULUM......Page 210
CONTEXUALISING INDIGENOUS LANGUAGE REVIVAL PROGRAMS IN VICTORIA......Page 211
NON-INDIGENOUS LANGUAGES TEACHER EDUCATORS......Page 213
NOTES......Page 215
REFERENCES......Page 216
INDEX......Page 218